Thursday, February 16, 2012

First {Social Studies} Lesson

I am excited to say that this upcoming Tuesday-Thursday will be my first time teaching a 2nd grade classroom Geography! I will make sure to take pictures of what we did, but here is the plan so far!

I will definitely keep you updated with how it went (and pictures)!
Happy Mapping!
{Ms. S}

{Previous Learning}
Review of the globe and continents
Learned about the equator and hemispheres

Lesson Rationale: To equip children with the knowledge to transfer information from globes to maps and understand that these tools are representations of spatial information.  The children should be able to locate the city, state, country, and continent they live in.

State Content Standards: The purpose of maps and globes and other geographic tools and technology to display and record spacial information. People develop mental maps of places to organize spatial information. 

Content Objectives (Established Goals) (Label objectives C1, C2, C3…)
C1 – Students will be able to use maps to identify where they live.
C2 – Students will be able to locate places by using simple maps.
C3 – Students will understand that maps are drawings that are viewed from above.
C4 – Students will be able to recognize, locate, and represent the outline of Minnesota.
C5 – Students will be able to recall the state capital and the city they live in.

Academic Language Objectives (Label objectives L1, L2, L3…)
L1 – Map:
Students will be able to explain the use and functions of maps. Students will be able to compare maps to globes.  Students will be able to use the word “maps” to explain why people used and continue to use maps today. Students will use previous vocabulary such as, continents, oceans, globe, states, boundaries, hemispheres, and the equator to explain the word.

Formative Assessment (Process)
The students will be given a notecard at the beginning and end of our lesson that ask three questions about where they live in the world. These questions are:
What continent do you live on?
What country do you live in?
What state do you live in?
What city do you live in?
By giving this assessment, the teachers will be able to identify what the students learned throughout the lesson.

Provisions for Individual Differences
For writing assistence the student will draw a picture or verbalize their thoughts.

“Name the State” worksheet (
Minnesota Maps
Me on the Map
“Me on the Map” worksheets


Code (C1, C2 or L1, L2)

{Day 1: Tuesday}

Learning Activities (What and How)

Purpose (Why)



C1, L1

CI, C2, C3, C4, L1
Launch – Start by singing the Continent song until all the children are present.
Ask the students what they were learning about when Ms. Parker introduced the song. (continents, globes, the world, land vs. ocean, equator, hemispheres) Write on the sheet of paper their answers and keep encouraging for more ideas.
“Wow, you guys sure know a lot about the world. Let’s see what else you know. We are going to pass out pieces of paper with a different colored star on it.  If you have a blue star on your piece of paper, you are going to be with Miss Kayla.  If you have a red star, you will be with Miss Kim and if you have a green star you will be with Miss Kylie.  Make sure you hold on to your piece of paper until you get to your group, because it is your ticket into your group.”
Pass out pieces of paper to all the children. (Break into three groups around the room).

Ask the children to answer the three questions by writing their answers on a piece of paper. (IEP student can draw or verbalize their answers).
Emphasize that not knowing is okay.
Collect the pieces of paper.
Introduce the maps and ask “What does this look like?”
“How is this different than a globe?” “Have you ever used a map” (describe why we would use a map rather than a globe)
ASK “Can anyone point to the United States?”
Show map of the United States, “Here is a close up the United States.” “Have you ever seen this map before?” “Tell me something about this map. Do you guys notice anything?” (point out different states.) “Have you ever visited any of these states” (If time allows, have partners discuss the map)
Investigation of states (role play)
Split groups into partners and ask them to investigate the close up pictures of the states to help identify which states they are (Handouts attached).

Ask the children what new states they learned about or any new information they learned in their groups.
Mention that tomorrow we will investigate more about our own state.
Read a book on the carpet for pairs who finish early.

To review content from previous lesson

Organization of groups to further interaction

Access PK

Access PK

Using visuals

Keep students engaged as they finish at different times.

                {Day 2: Wednesday}


C1, C4, L1

C1, C2, C3, C4, C5, L1
“What did you learn about maps yesterday?” (have students share)
Ask students thumbs up or thumbs down if they can identify Minnesota.
Point out random states and ask if this is Minnesota. (yes or no answers)
Give students “ticket” to get into small groups and ask what one thing they know about Minnesota. (same as previous day).

In small groups, have students write down one thing they know about Minnesota. (share with group members).
Show map of Minnesota and ask what the capital is and if they know anything about it.
Ask if they recognize anything on the Minnesota map and of its surrounding areas.
After discussion, put the map away and ask them what they remember about Minnesota and its characterisitcs such as it’s capital, boundaries, and the Mississippi River.
 They will be asked to draw the boundaries of Minnesota and its characteristics. (offer guidance and resources).
If time, ask the children if there is anything else they want to add to the map of Minnesota.

Come back into large group and share the small group’s maps with the large group.
Have the students discuss what they have learned. “Turn to your partner and discuss one thing you learned today.”

To review content from previous lesson

Testing PK

Transition into small groups

Assess PK

Involving everyone and gauging what they know.


Access PK

Social interactions
Recalling information.

  {Day 3: Thursday}



C1, C2, C3, L1

C1, C2, C3, C4, C5, L1

C1, C2, C3,C4, C5, L1
Read Me on the Map by Joan Sweeney
Give students “tickets” into group. These questions will be the same as the first day questions.

In small groups, they will write down their answers to the questions.
The students will be handed the “Me on the Map” packets and go through them together as a group.
Students will be able to work as a group to identify and recognize different aspects of the map.

Come back as a group and make a list of everything they learned throughout the past three days. (write on the big board in large group).
“Wow you have learned so much about geography of the world and of Minnesota!”

Intentional collaboration to create a meaningful experience for the children and incorporate literacy.

Transition and asessment of understanding of information


Sharing and comparing prior and current knowledge.

Wrap up